I N T R O D U C T I O N T O P S YC H O LO GY W E B Q U E S T

HOW DO WE LEARN?

INTRODUCTION

Most often, we think of learning as something we do in school; something formal. Learning, however, takes place continuously every day. We learn not to touch hot surfaces, how to hit a baseball, and how to behave in a restaurant.We essentially learn in one of three ways:1. Operant Conditioning (by reinforcement)2. Classical Conditioning (by association)3. Cognitive Learning (observational & latent

learning)

How do we learn bad habits?

Why do some believe wearing their “lucky” socks will help

their team win a game?

What study habits work the best? Why?

Why are you anxious every time you go to the dentist?

THINK ABOUT IT!

YOUR TASK:

Research and design a project of your choosing that illustrates the principles of the three learning theories and provides two original examples of each.

THE PROCESS:

Step 1: Research the different ways we learn. Identify the following: a description / definition of the learning

theory characteristics of the theory

(For each learning theory, slides identifying key concepts & suggested websites follow)

Step 2: Describe/illustrate two examples of real-life applications of each learning theory.

Step Three: Choose a project or presentation type from the menu board below.

Design & display a bulletin board.

Write an essay.

Create a poster series.

Teach a lesson. Create an illustrated subject dictionary.

Design & present a power point.

Design a brochure or guide.

Write & illustrate a children’s book.

Perform a talk show.

Perform a series of one-act plays.

Design and present a prezi.

Create a board game.

CLASSICAL CONDITIONING

Think about:Principles of learning by association

Clear explanation of unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response

Examples of generalization, extinction, spontaneous recovery, extinction (if applicable to your example)

Little Albert video clip for those interested:http://www.youtube.com/watch?v=9hBfnXACsOI

SUGGESTED WEBSITES – CLASSICAL CONDITIONING

• http://www.learning-theories.com/• http://allpsych.com/psychology101/learning.html• http://

www.simplypsychology.org/classical-conditioning.html• http://

www.psychpost.org/2011/04/classical-conditioning-in-marketing.html• http://cla.calpoly.edu/~cslem/101/8-C.html

OPERANT CONDITIONING

Think about:

An explanation of the role of reinforcement in learning Types of reinforcers and reinforcement (examples)

primary & secondary reinforcers Positive reinforcement Negative reinforcement Punishment

Role of generalization, extinction, and discrimination (examples)

Schedules of Reinforcement (examples) Variable and Ratio Schedules

It is not necessary to include ALL of the above in your presentation/project. However, you should correctly identify your example(s) using the appropriate vocabulary.

SUGGESTED WEBSITES: OPERANT CONDITIONING

http://www.simplypsychology.org/operant-conditioning.htmlhttp://www.seaworld.org/infobooks/Training/atlearn.htmlhttp://www.learning-theories.com/http://allpsych.com/psychology101/learning.htmlhttp://www.psychologyandsociety.com/operantconditioning.htmlhttp://peoplelearn.homestead.com/BEduc/Chapter_4.pdfhttp://www.cliffsnotes.com/study_guide/Operant-Conditioning.topicArticleId-25438,articleId-25346.htmlhttp://www.netplaces.com/psychology/conditioning-and-learning/applications-of-operant-conditioning.htm

COGNITIVE LEARNING – OBSERVATIONAL & LATENT LEARNING

Think about:E.C. Tolman’s research on latent learningBandura’s research on observational learning &

modeling

SUGGESTED WEBSITES – SOCIAL LEARNING

http://www.learning-theories.com/http://allpsych.com/psychology101/learning.htmlhttp://www.sccs.swarthmore.edu/users/08/ajb/tmve/wiki100k/docs/Observational_learning.htmlhttp://psychcentral.com/encyclopedia/2009/observational-learning/http://www.netplaces.com/psychology/conditioning-and-learning/applications-of-observational-learning.htmhttp://peace.saumag.edu/faculty/kardas/courses/GPWeiten/C6Learning/ObsvLearn.html

  Distinguished Proficient Developing UnacceptableCollaborate & Cooperate

Actively helped to identify group goals & worked hard to meet them;

Communicated commitment to group goals & carried out assigned tasks.

Communicated understanding of group goals but did not carry out assigned tasks satisfactorily

Did not work toward group goals or may have actively worked against them.

Examples & Theoretical explanations

Sources & Documentation

Two original examples were included for each of the four learning theories. Project included a thoughtful explanation of the learning theory & accurately used terms to describe examples.

Works Cited page complete & correct.

Two examples were included for each of the four learning theories. Summaries of the learning theories were accurate for the most part and terms were used appropriately.

Works Cited page with a few errors.

Examples for the four learning theories were presented. Examples may have included some inaccuracies or theories were not clearly explained. Term use was limited in the descriptions.

Works Cited page incomplete, significant errors.

Examples may have been missing or incorrect. Limited explanations of the theories were included and/or term was limited.

Works Cited page absent.

Quality Work – The Product

Advice was presented in a creative, engaging, well-organized, and illustrated project.

Exceeded objectives, expectations, & requirements.

Advice was presented in an organized and creative project.

Met objectives, expectations, & requirements.

Advice was presented in a project. Limited creative efforts – a basic presentation.

Met some but not all objectives, expectations, & requirements.

Advice was presented in a poorly organized and developed project.

Did not meet objectives, expectations, & requirements.

Presentation / OralCommunication

Engaging, articulate, audible; demonstrates confidence & poise; doesn’t not depend solely on aids (PPT or notes) to discuss project. Eye contact is present.

Generally clear & audible, few vocal distractions, good eye contact. Limited reliance on aids to discuss project.

Sometimes unclear; poor eye contact, some distracting habits; may have read directly from notes or PPT.(

Difficult to follow, little or no eye contact, frequent vocal distractions OR played no role in the group presentation.(

HOW DO WE LEARN ? PROJECT RUBRIC

School-wide rubric components are underlined. *Graduation competencies are available.

CONCLUSION

Now that you have become experts on the main ways people learn behaviors: classical conditioning, operant conditioning, and observational learning,our focus will shift to cognitive learning and the factors which impact our ability to learn.

Do learning styles matter in the classroom?What is intelligence and how is it defined?

Is there more than one kind of intelligence?What factors impact our intelligence?